Chamada para publicação - Vol 18, nº 1
Deadline for submissions: September 05, 2021.
The teaching of history has been established as an important area of knowledge. For a long period, teaching subjects were restricted to the research of Education. However, nowadays History professionals have been contributing with important reflections to the debate on the educational process, such as the meaning of teaching about the past, concepts, theoretical contributions and contents that should compose the Base Nacional Curricular Comum (BNCC) in primary and secondary education and the specificities of historical knowledge in the educational process.
The studies developed by the Programa de Pós-graduação em História at UFRN, in its different lines of research, share the idea that space is a human construction, a product of social relations, taking into account the specificities of each society, its culture, forms of sociability, political and economic organization in different historical periods. Space is not only restricted to its material dimension or its physical limits, like a harbor, a university, or a school. Space can also be perceived in its symbolic dimensions, such as in human relationships, in the imagination and in the sensibilities of a society at a given time. The school environment, for instance, gains dimensions that go beyond the physical walls of the school and classrooms. It gains a myriad of meanings that encompass, from the social relations developed there, the territories and territorialities that arise between tensions, collaborations, and conflicts.
Therefore, the spaces of education are build up as a rich research field for spatial reflections. There are spaces built, practiced, imposed, invented, imagined, and many other possibilities. The base for the study of spatialities is diverse and encompasses discussions on various elements, such as the school itself, the schoolbooks, the curricular base, public policies aimed at Education, teaching in non-formal spaces, among others.
Reflecting all the possibilities of disputes discussed in the Teaching of History and in educational practices, Espacialidades Journal invites researchers to reflect and collaborate with unpublished articles for the next thematic dossier, entitled “Spaces of education: historical knowledge and history teaching” (Volume 18.1, 1st semester of 2022). We are interested in the various spatial perspectives of teaching and learning. We will receive researches that focus on issues related to the spaces occupied by the various methodologies and pedagogical instruments, studies dedicated to reflecting on the territorialities of history teaching and the various spaces from which knowledge in this field is produced and disseminated, as well as researches that address the most diverse aspects of the act of educating, such as, for example, the observation of places of memory, heritage and museum spaces, cyberspace, among other possibilities.
Also, it will be accepted articles on other subjects that emphasize the scope of this journal, related to the spatial concepts (territory, space, place, landscape, displacement, domains, borders, districts, etc) to compose the Free Section of this volume.
Release date: 1st semester of 2022.
